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 Polen-Petit
Herdt
Get Connected with
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and get a better grade! Human Sexuality

Self, Society, and Culture
What if…

Human Sexuality
Self, Society, and Culture
• You had a way to know precisely what to study before a test?
• You could get an eBook integrated with learning resources for less than the price
of this printed textbook?
• You had 24-7 access to a resource that helps identify your weaknesses in the course
and provides a personalized study plan for improvement?

Human Sexuality: Self, Society, and Culture is a fully integrated learning system that
presents a forward-thinking, open approach to human sexuality. With an adaptive
learning system that provides an individualized learning environment and helps
identify what you know, and more importantly, what you don’t, your experience is
crafted to meet your unique personal learning needs.

MD DALIM #1217657 11/28/12 CYAN MAG YELO BLACK

Students using Connect are seeing increases of a letter grade or more!

To experience the McGraw-Hill LearnSmart™ adaptive learning system for

yourself, go to www.mhlearnsmart.com and ask your instructor about using
Connect Human Sexuality.

Gilbert Herdt Nicole C. Polen-Petit

•
 Confirming pages

Dedication

For Niels
G. H.

For my amazing parents, Dan and Tammi Polen,

and for my loving husband, Damon. I love you.
N. P. -P.

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 Confirming pages

About the Authors

Gilbert Herdt
Gilbert Herdt completed his undergraduate degree in Anthropology, with significant
course work in Psychology, at Sacramento State College, where he went on to get
an M.A. in Medical Anthropology. He began his doctoral studies at the University
of Washington in Cultural Anthropology, Psychological Anthropology, and Pacific
Studies. After receiving a Fulbright Scholarship to Australia in 1974, Gil enrolled
as a doctoral student at the Australian National University. He received a Ph.D. in
1978, following anthropological fieldwork in Papua New Guinea, and then studied
Adult Psychiatry at UCLA’s Neuropsychiatric Institute. While at UCLA, he published
Guardians of the Flutes (McGraw-Hill, 1981), a study of ritualized homosexuality.
Gil has been an assistant professor at Stanford University (1979–1985), a pro-
fessor of Human Development at The University of Chicago (1985–1997), and a
professor and founder of the Department of Sexuality Studies at San Francisco State
University (1998 to present). He has undertaken 15 fieldtrips to Papua New Guinea
and continues to do research with the “Sambia” people there. In addition to his
research on sexual identity development, gender identity development, gender roles,
sexual attitudes, sexual socialization, male–female differences, Gil has taught large
courses, as well as seminars, on many aspects of sexuality.
Gil has published 34 books and 104 scientific peer-reviewed journal articles,
chapters, encyclopedia articles, and scholarly reports, and is an expert in culture, HIV,
and sexual risk behavior. With an NIH grant, he founded the Center for Culture
and Mental Health in Chicago and mentored many students who went on to work
in these areas. In addition to grants received from NIH, Gil has also been funded
through the Spencer Foundation, Ford Foundation, Haas Foundation, and the Rock-
efeller Foundation to support his own research and that of his many students.
Gil founded Summer Institutes on Sexuality and Society at the University of
Amsterdam in The Netherlands and at San Francisco State. He founded and edited
the Journal of Sexuality and Social Policy for many years, and is Emeritus Founder of
the Ford Foundation–funded National Sexuality Resource Center. At San Francisco
State, Gil founded the first master’s of arts program in Human Sexuality at a public
university in the United States. Currently, Gil is the recipient of a multiyear NIH
grant to investigate the mental health effects of marriage denial on gay and lesbian
people. In “real life” Gil is happily married to a minister, is a semi-pro cook, classical
music buff, dog lover, and enjoys his long-term “family” ties in Papua New Guinea.

vi

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 Confirming pages

Nicole C. Polen-Petit
Nicole Polen-Petit completed her undergraduate degree in Psychology at Whitworth
University. From there, she went to the University of California at Davis and com-
pleted her M.S. in Child Development and Ph.D. in Human Development in 2006.
As a graduate student, Nicole began teaching large undergraduate courses in Human
Sexuality.
After completing her doctoral degree, Nicole remained at UC Davis as an adjunct
faculty member in the Department of Human Development, where she has continu-
ously taught Human Sexuality to 5001 students every quarter. Nicole received the
department’s Instructor of the Year award in both 2008 and 2010.
Complementing her experience in the classroom, Nicole has also worked in a
community mental health agency that serves children and adolescents in the Sacra-
mento region. At this agency, she provided clinical training to staff on a variety of
clinical and psychological issues. In this environment, she maintained a keen interest
in the applied clinical and physical health aspects of sexuality.
In 2010, Nicole accepted a faculty position at National University in the Depart-
ment of Psychology. Today she teaches a variety of courses to a diverse student body.
Her research interests include sexual fluidity in women as well as sexual identity devel-
opment in self-identified bisexual women.
Nicole lives near Sacramento with her husband, stepdaughter, and baby girl. Her
free time is often spent in the company of her extended family. She is a scrapbook
enthusiast and Disney-lover. When not reading for research, writing, and teaching,
she enjoys reading for pleasure.

vii

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Brief Contents
CHAPTER 1 The Study of Human Sexuality 1

CHAPTER 2 Contexts of Sexuality: Culture, History, and Religion 29

CHAPTER 3 Sexuality, Media, and the Internet 65

CHAPTER 4 Sexual Anatomy and Physiology 95

CHAPTER 5 Sexual Pleasure, Arousal, and Response 129

CHAPTER 6 Taking Care of the Sexual Body 161

CHAPTER 7 Contraception 211

CHAPTER 8 Reproduction: Conception, Pregnancy, and Childbirth 245

CHAPTER 9 Gender and Identity: Process, Roles, and Culture 291

CHAPTER 10 Sexual Orientation 321

CHAPTER 11 Sexuality in Childhood and Adolescence 357

CHAPTER 12 Sexuality in Adulthood and Later Life 395

CHAPTER 13 Attraction, Love, and Communication 431

CHAPTER 14 Sexual Coercion and Resiliency 467

CHAPTER 15 Extreme Sexuality and Paraphilias 503

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Contents
CHAPTER 1 The Study of Human Sexuality 1
Sexual Literacy 2
Becoming Sexually Literate 3
Sexual Well-Being 4
Sexual Science—A Historical Perspective 7
The Medical Model of Sexuality 7
A New Approach to Sex Research 8
Sex Research Comes of Age 11
Sex and Social Policy 16
Methodology in the Study of Sexuality 18
Interdisciplinary Perspectives 18
Ethics of Sexual Research 19
Research Designs 19
Participatory Action Research 24
Human Sexual Rights 25

CHAPTER 2 Contexts of Sexuality: Culture, History,

and Religion 29
Human Sexual Nature in Context 30
The Sexual Triangle: Species, Culture, and Individual 31
Sexuality Among the Bonobo 31
Human Sexual Nature as Expressed Through Culture 32
Sex Since the Beginning of Time 36
Prehistoric Sex and Communication 37
A Brief History of Sex and Civilization 39
Sexual Cultures and Norms 46
Sexual Norms and Sexual Socialization 46
Sex-Approving and Sex-Disapproving Cultures 49
Sexual Unlearning 50
Sexuality and the Great World Religions 52
Sex, Religion, and Reality 53
Sex in the World Religions 54
Spirituality and Sexual Behavior in the United States 60
Religion and Sexual Well-Being 61

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x Contents

CHAPTER 3 Sexuality, Media, and the Internet 65

Sex, Media, and Pop Culture 66
Sex in Pop Culture 66
Shared Sexual Images and Media 68
Popular Music and Sexual Attitudes 70
From Reality TV to Homemade Video 71
The Internet and Sexual Literacy 74
Facebook, Twitter, and Sexting 76
Online Sexual Socialization 78
Sexuality and Risk Online 80
Virtual Sex 81
Sexual Individuality in Virtual Time and Space 81
Online Boundaries 82
Online Romance, Dating, and Hooking Up 83
Sexual Avatars and Gaming 85
Adult Sexual Content 87
Pornography and Its Changing Meaning 87
Adult Sexual Entertainment Online 91
Online Communities, Rights, and Sexual Well-Being 92

CHAPTER 4 Sexual Anatomy and Physiology 95

Sexual Anatomy 96
Female Sexual Anatomy 97
External Female Sex Organs 97
Internal Female Sexual Organs 101
Breasts and Breast Development 104
Variability in the Female Body 106
Female Genital Mutilation 108
Female Sexual Physiology 109
The Endocrine System and Hormones 109
Pheromones and Their Role in Sexual Behavior 110
The Menstrual Cycle 110
Menopause 115
Male Sexual Anatomy 117
External Male Sex Organs 117
Internal Male Sex Organs 118
Erection and Ejaculation 119
Variability in the Male Body 121
Circumcision 122
Male Sexual Physiology 124
Bodily Integrity Rights and Sexual Well-Being 125

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Contents xi

CHAPTER 5 Sexual Pleasure, Arousal, and Response 129

Pleasure, Culture, and Sexual Well-Being 130
Sexual Nature and Sexual Well-Being 131
Cultural Influences on Sexual Pleasure and Sexual Well-Being 131
Defining Your Personal Needs 132
Keeping a Sexual Journal 133
Sexual Arousal and Response 135
The Five Senses and Pleasure 135
Pheromones and Sexual Motivation 139
Sexual Excitement and Sexual Fantasy 139
Sexual Response Cycles 140
Orgasm 144
Sexual Techniques 144
Masturbation—Solitary and in Relationships 145
Kissing 147
Frequency of Sexual Activity 148
Other Intimate Behaviors 149
Sexual Pleasure as a Human Right 157

CHAPTER 6 Taking Care of the Sexual Body 161

Knowing Our Own Body 162
Taking Responsibility for Our Own Sexual Health 163
Female Sexual Health 165
Male Sexual Health 174
Sexually Transmitted Infections 178
Risk and Protective Factors for STIs 178
Sexual Risk Negotiation 182
Human Immunodeficiency Virus 183
Bacterial STIs 192
Parasitic STIs 199
Viral STIs 201
Sexual Well-Being and Innovation in STI Prevention 204

CHAPTER 7 Contraception 211

Contraception: History and Cultural Variations 212
Cross-Cultural Variations in Contraception 213
History of Contraceptives in the United States 215
Methods of Contraception 217
Choosing a Method of Contraception: What to Consider 218
Methods That Protect Against Pregnancies and STIs 221
Methods That Protect Against Pregnancy But Not Against STIs 231
Contraception and Sexual Well-Being 241

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xii Contents

CHAPTER 8 Reproduction: Conception, Pregnancy,

and Childbirth 245
Parenting and Reproductive Decisions 246
Pronatalism 249
Family Leave 250
Considering Parenthood 250
Ensuring a Healthy Pregnancy 251
Preparing the Body for Pregnancy 251
Nutrition and Exercise 253
Sex During Pregnancy 255
Conception and Pregnancy 255
Cross-Cultural Ideas About Conception 256
Trimesters: The Developing Fetus and Changes for Women and Partners 256
Potential Problems During Pregnancy 265
Detecting Problems in Pregnancy 267
Birth and the Postpartum Period: What to Expect 269
Options for Giving Birth 271
Birth Assistance and Interventions 271
Making a Birth Plan 276
After the Birth: The Postpartum Period 278
Infertility and Options 280
Assisted Reproductive Techniques 281
Other Options for Creating a Family 282
Abortion 284
Defining Abortion 284
Safe Methods of Abortion 285
Unsafe Methods of Abortion 286
After an Abortion 286
Sexual Well-Being and Reproductive Rights 287

CHAPTER 9 Gender and Identity: Process, Roles, and Culture 291

Understanding Gender in Development and in Context 292
Gender and Sex 292
Biological Processes in the Development of Sex 293
Biological Sex Variations and Intersexuality 295
Gender Identity and Expression 301
Gender Identity—A Brief History 301
Biology and Gender Identity Development 302
Transgender—A New Identity 304
Transsexualism 306
Androgyny 309
Gender Roles 311
Gender Roles Across Time and Cultures 311
Social Institutions and Gender Role Development 312
Sexism and Gender Roles 315

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Contents xiii

Gender Norms and Variance 317

Factors of Gender Nonconformity 317
Gender Identity Rights and Sexual Well-Being 318

CHAPTER 10 Sexual Orientation 321

Understanding Sexual Orientation 322
The Spectrum of Sexual Orientation 323
The Gap Between Sexual Attraction and Behavior 324
Sources of Sexual Orientation 326
Sexual Socialization and Compulsory Heterosexuality 329
Sexual Individuality and Sexual Orientation 331
Variations in Sexual Orientation 332
Same-Sex Behavior Variations Across Cultures 332
The Invention of Modern Gay and Lesbian Identity 334
The Modern LGBTQ Movement 334
10% Are Gay: Myth or Sexual Geography? 335
Bisexuality 337
African American Men Being on the Down Low 339
Men Who Have Sex With Men (MSM) 340
Female Sexual Fluidity 340
Queer and Questioning 341
Homosexuality, Discrimination, and Stigma 342
Sexual Prejudice and Homophobia 342
Bullying and Internalized Homophobia 343
Hate Crimes 346
Coming Out and Sexual Well-Being 348
Social Acceptance and Being Out 348
Being Out—Steps Toward Well-Being 350
LGBTQ Family Formation 351
Sexual Orientation as a Human Right 353

CHAPTER 11 Sexuality in Childhood and Adolescence 357

Sexual Development in Childhood and Adolescence 358
Biology, Family, and Culture 359
Healthy Sexuality and Values in Childhood and Adolescence 360
Emotional Literacy in Young People 361
Sexuality in Childhood 363
Infants as Sensual Beings 363
Childhood Curiosity, Masturbation, and Sexual Play 364
Sexuality in Adolescence 368
The Magical Age of 10: Development of Desire 368
The Biological Changes of Adolescence: Pubertal Development 369
Romantic Relationships 373
Sexual Identity 375

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xiv Contents

Sexual Behaviors in Adolescence 377

STIs, Pregnancy, and Contraception 379
Sexuality in Context: The Role of Institutions 380
Families 380
Peers 381
Media 381
Sexuality Education in Schools 383
Sexual Health in Europe and the United States 389
Young People’s Rights and Sexual Well-Being 391

CHAPTER 12 Sexuality in Adulthood and Later Life 395

Early Adulthood 397
Single Living 397
Casual Sex and What It Means 400
Cohabitation 402
Early Cohabitation and Sexual Well-Being 406
Integrating Marriage and Sexual Well-Being 407
Variations in Marriage 409
Sex and Marriage 411
Extramarital Relationships 412
Divorce and Subsequent Marriages 414
Same-Sex Marriage 415
Sexuality and Aging Populations 417
Sex and Well-Being at Midlife 417
How Sex Shapes Men and Women as They Age 419
Female Issues with Desire 420
Male Issues with Arousal 422
Aging, Disability, and Sexual Well-Being 424
Illness and Sexuality—Cardiovascular Disease, Diabetes, Cancer 425
Elderhood and Healthy Sexuality 426
Sexuality and Well-Being in Late Life 427

Chapter 13 Attraction, Love, and Communication 431

Sexual Attraction 432
Theories of Sexual Desire and Attraction 433
Physical Attractiveness 435
Beauty and Sexiness 435
Chemistry and Attraction 437
Psychological Attraction 438
Biological Attraction 439
Same-Sex Attraction 439
Sexual Scripts 440

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Contents xv

Love 441
Theories of Love 442
Types of Attachment 448
When Love Ends: The Dissolution of Relationships 449
Communication 451
Emotional Literacy: Communicating Your Needs 451
Sexual Language 454
Nonverbal Sexual Communication and Flirting 455
Sexual Self-Disclosure: To Reveal or Not to Reveal? 456
Characteristics of Effective Communication 457
Styles of Communication 458
Characteristics of Ineffective Communication 460
Improving Communication Skills 462
Communication and Sexual Well-Being 463

CHAPTER 14 Sexual Coercion and Resiliency 467

Sexual Coercion 469
Rape 469
Date Rape 471
Marital Rape 474
Prisoner Rape 476
Victim-Blame 476
Cultural Differences in Rape 477
Societies Prone to Rape 478
Perpetrators of Sexual Coercion 480
Survivors of Rape and Other Forms of Coercion 481
Childhood Sexual Coercion 483
Incest 487
Child Pornography 489
Teen and Adult Sexual Coercion 489
Sexual Harassment 489
Teen Dating Abuse 493
Sex Work and Sex Trafficking 494
Different Types of Sex Work 494
Sex Work and Rights 495
Sex Trafficking 496
Recovery, Resiliency, and Sexual Well-Being 497

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xvi Contents

CHAPTER 15 Extreme Sexuality and Paraphilias 503

Changes in Acceptability of Sexual Behavior 505
Variations in Mainstream Sexual Behavior 505
Cross-Cultural Extremes of Sexuality 507
Extreme Sexual Behaviors in Contemporary Society 508
Strip Clubs—Normal or Extreme? 509
Gender and Extreme Sexual Behavior 511
Kinky Sex 511
Sex Tourism and Extreme Sexuality 513
When Extreme Sexual Behavior Becomes Compulsive 515
Paraphilias 516
Clinical Criteria of Paraphilias 516
Categories of Paraphilias 518
Popular Culture and Media Influence 522
Origins of Paraphilias 523
Treatment of Paraphilias 524
Sexual Novelty and Healthy Sexuality 525
Sex Toys, Vibrators, and Related Sexual Enhancements 526
Mainstreaming of Pornography and Sexual Well-Being 528
Glossary 531
References 542
Text and Photo Credits 567
Name Index 571
Subject Index 579

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A Letter from the Authors

Dear Colleague:

Welcome to Human Sexuality: Self, Society, and Culture!

We wrote this text to address holistically the challenge and joy of teaching human
sexuality in the 21st century. Today’s students are engaged with the world in ways that
were unheard of even a few years ago. They can view unvarnished sexual material from a
multitude of sources—the Internet and social media, sexually explicit advertisements on
television and in much of the public space, hundreds of channels on cable and satellite
television, and videos of their own making on YouTube. In this environment, many
students view privacy differently than their parents and teachers. They have a greater
sense of personal freedom, but they also are at risk of revealing too much and possibly
damaging their prospects for future employment, friendships, and relationships. They
are hungry for guidelines and ethical ways of negotiating these new media.

Although students are deeply interested in the topic of human sexuality in part because
they want to have “good sex” and “good relationships,” they want even more to integrate
sexuality into all parts of their lives. That’s why, when they enter the human sexuality
course, not only are they looking to satisfy academic requirements, but they are also
genuinely invested in enriching themselves and creating personal meaning and insight.
We think of this positive approach as helping students to become sexually literate. The
desired outcome is gaining a positive and healthy view of sexuality as well as strengthen-
ing their sense of sexual well-being.

Our professional passion is to make the science and facts of human sexuality accessible
to students in ways that are deeply meaningful and to prepare them for a new world in
which sexuality is universally seen as a human right. In this way, we hope to nurture a new
generation of students eager to flourish in their lives, both academically and personally.

We hope you enjoy Human Sexuality and look forward to hearing your feedback.

Sincerely,

Gil Herdt and Nicole Polen-Petit

xvii

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Preface
Holistically Integrate Sexuality by Thinking Critically
and Actively about Self, Society, and Culture
Human Sexuality: Self, Society, and Culture offers a positive, thought-provoking, and
holistic appraisal of the human sexual experience. One of our primary goals is to
present human sexuality and the research of sexual science in an objective, balanced
way, and give students the knowledge and skills to think critically about sexuality.
Another goal is to enable readers to participate more fully and more knowledgeably
as healthy sexual beings in the wider society and culture throughout their lifetimes.
Taken together, these goals represent what more and more sexual scientists are calling
“sexual literacy.”
Human Sexuality fosters an atmosphere where students can safely ask questions
about what they are learning or about their personal experiences. With this approach,
we hope to empower them and inspire a lifelong appreciation of their own sexuality
and the role of sexuality in their community, culture, and society.
Human Sexuality includes a number of digital and print tools in support of a
positive teaching and learning experience.

Thinking Critically and Actively about Self and Sexuality

Students take the human sexuality course for many different reasons. Some may sim-
ply be curious or are exploring different majors. Some may be taking the course to
fulfill a general education requirement. Others may be parents who want to be able
to talk with their children about sexuality. Whatever their reasons for signing up for
Human Sexuality, most students come to class eager to learn how they might have
more satisfying sexual experiences.
The path to sexual well-being begins with knowledge, both factual knowledge and
self-knowledge. In Human Sexuality, we introduce students to the wealth of informa-
tion amassed through many years of sexuality research. Mastering the vocabulary and
concepts of the discipline is essential to developing the skills to evaluate information and
form thoughtful opinions, to develop self-awareness, and to nurture fulfilling intimate
relationships. With this foundation, students can begin to take responsibility for their
own sexual well-being.
Features supporting this journey include:

xviii

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Preface xix

LearnSmart
McGraw-Hill’s adaptive learning system, LearnSmart helps students appreciate what
they know about the content of the course—and more importantly, identifies what they
don’t know. Using metacognition, Bloom’s taxonomy, and a highly sophisticated “smart”
algorithm, LearnSmart creates a customized study plan that is unique to every student’s
demonstrated needs. With
virtually no administra-
tive overhead, instructors
whose students have used
LearnSmart are report-
ing improved retention
and an increase in student
performance by one letter
grade or more. Best of all,
it’s available 24/7 on any
digital device.

McGraw-Hill’s Connect Human Sexuality

In this digital age, students like to access information in multiple ways. Connect
Human Sexuality includes assignable and assessable videos, along with quizzes,
interactive Know Yourself
assessments, and concept
clips, all associated with
learning objectives for this
title. The site also provides
a portal to LearnSmart.
With Connect for Human
Sexuality, students can
study whenever and wher-
ever they choose.

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xx Preface

Know Yourself
Self-assessment surveys in every chapter enable students to develop personal aware-
ness and relate their growing knowledge of human sexuality to themselves. One such
survey, in Chapter 4 (Sexual Anatomy and Physiology), asks about facts and myths
regarding sexual anatomy. Correct answers to these true/false questions appear on a
subsequent page in the chapter. These surveys and worksheets are integrated in Con-
nect Human Sexuality and are fully interactive.

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which ha w as on at hi gh ere is no fo reskin.
Ci rc um cision m en ca n be sk in , but th ith an intact
lse: sed e fo re ene w
10. Fa circumci under th aintaining hygi
s that un emselves lties m
still show can conceal th ve difficu
and viru
ses
ci se d men ha
uncircum
idea that

COMMUNICATION Matters
Communication Matters Discussing Contraception with Your Partner is important. Will you have sex with others or will
you be monogamous? As you’ve read, your type of
Contraceptive discussions can be just plain uncomfort-
Self-knowledge and openness, and the ability to able to have. They can be so anxiety-provoking that
the mere thought of bringing up the topic can cause
relationship may dictate the kind of contraception
to use because some are more effective in
protecting against STIs than others.
express feelings and desires, typically make a huge a multitude of unpleasant physical and mental symp-
toms. It is incredibly important, though, to discuss con- 5. Talk about pleasure. Using a contraceptive
method doesn’t necessarily mean that
difference in the quality of a relationship. The traception with your sex partners.
After you have fully evaluated all the contracep- the sexual pleasure you experience
tive options, it is time to talk with your partner about will be reduced. You can explain to
Communication Matters feature in each chap- what you are considering. It is important that people
in sexual relationships discuss and make contracep- 4:22 PM
your partner that when you both feel
adequately protected, sex between you
/10/12
ter presents ideas for communicating effectively tive decisions together because when both 24people
are informed and invested in a particular method, they
will be more relaxed and pleasurable. You can
even discuss ways to include contraception in
tend to use it more effectively (Tschann & Adler, 1997). your sexual interaction. For example, putting
about sexuality. Some of these sidebars include If you feel that you cannot discuss contraception, STIs, on condoms during foreplay can be fun and
and sexual histories with your partner, you may want exciting when both partners are involved.
words to use in expressing feelings or desires, or to reevaluate whether or not you are ready to engage
in a sexual relationship with this person.
6. Talk about the “what ifs.” If you are in a
heterosexual relationship, you certainly
words to listen for in conversations with fam-
Untitled
-2 99 Untitled-2 97
When you are ready to converse about contracep-
tion with your partner, these tips may help make the
should discuss what will happen if the
contraceptive method fails and an
24/10/12 4:22 PM

discussion productive and less anxiety-provoking.

ily, friends, or intimate partners. For example, 1. Prepare yourself ahead of time. By reading
unintended pregnancy occurs. You both
need to be clear on what will happen in

in Chapter 1 (The Study of Human Sexuality), this chapter, you are already completing this
step. Understanding the available methods
the event a contraceptive fails.
7. Discuss the different contraceptive options.
of contraception is an important first step in
the Communication Matters feature asks stu- communication. Try to figure out which method is
Share the information you have gathered about
particular methods and discuss the ease of use,
best for you as it will be easier to have this discussion effectiveness, and pros and cons of each method. Try
dents to think about the words they would use if you feel informed and confident in your decision. to agree on a method that suits you both.
2. Familiarize yourself with what the contraceptive
with a partner to propose trying something new looks like. If you have already chosen a method
and have access to it (such as a female condom), it
8. Agree to disagree . . . for awhile. If you cannot come
to an agreement right away, promise to do further
research and set a time and place to discuss what else
in their sexual relationship. Others offer tips for may help to ease fears and embarrassment if you
are familiar with how the method looks and feels.
you found to make a decision. It really is valuable if
both of you agree.
broaching a difficult topic, such as contraception 3. Plan a time and place that is comfortable for
both of you. Don’t have this conversation in text
9. Make it clear you will not have sex without
contraception. Sexual literacy involves making
(Chapter 7, Contraception). messages or in a lecture hall while waiting for
class to begin. Pick a time and place to ensure that
choices that promote your own sexual health and
that of your partner. Talking about contraception and
you will have privacy and plenty of time. Consider
then using it shows that you value your health and
taking a walk, where you both can enjoy some
the health and sexual well-being of your partner. If
physical contact like holding hands, which can
your partner shows an unwillingness to discuss or use
provide some comfort. In addition, by walking
t ti d t b l th t ill t

her32169_fm_i-xxviii.indd xx 23/11/12 10:19 AM

 Confirming pages

Preface xxi

Custom Print and eBook Options

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What’s on Your Mind?

As instructors, we appreciate the questions stu-
WHAT ’S ON YOUR MIND?
dents bring to the Human Sexuality course. They
Q: My mom once mentioned that she couldn’t imagine having casual sex just to have sex. I see
want to know how to enrich their intimate rela- people all the time who enjoy sex without being in a committed relationship. Is casual sex a bad
thing? Do people enjoy sex more when they are in a committed relationship?
tionships, avoid risks, and protect themselves. A: The generational change that has occurred about casual sex is huge. Two generations
Drawing on our own classroom experience, we ago this behavior was considered so “bad” that someone could be ostracized from his or her
family, community, and even society. Today many more people than ever live together before
present some of the questions students typically ask marriage and this practice is far more widely accepted (Dougherty, 2010). Yet studies show that
commitment does enrich the meaning of sexual relations. You may not feel comfortable having
in short question/answer segments called “What’s casual sex or sex with an exclusive partner before you actually live together or make a deeper
commitment. Decisions such as these are part of your journey toward sexual literacy. According
on Your Mind?” In each chapter, there are two or to the morals you have adopted for your own personhood, you decide how you feel about these
issues, and no one else.
more What’s on Your Mind questions such as this
one in Chapter 5 (Sexual Pleasure, Arousal, and
Response).

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her32169_fm_i-xxviii.indd xxi 23/11/12 10:19 AM

 Confirming pages

xxii Preface

Developing Your Position/What’s Your Position?

Open-ended questions at the beginning of the chapter encourage students to reflect on their own
experiences and opinions, engaging them in the content. Chapter 10 (Sexual Orientation), for
example, opens with “How did you come to realize your own sexual orientation?” By revisiting
these questions at the end of the chapter, in the section called “What’s Your Position?” students
are prompted to reconsider their answers in light of what they learned in the chapter. At the end
of Chapter 10, we pose the questions, “When did you first become aware of the direction of your
orientation? Was this the result of your attractions or from things you observed on television or
found on the Internet?” to encour-
age students to develop informed What’s
opinions about sexuality. Your Position? 1. How did you come to realize your sexual orientation?
• What do your best friends think of your sexual orientation?
• Are people born with a sexual orientation or can they learn it?
• Have you thought about being gay, lesbian, bisexual, or transgender?
Developing • If you are currently questioning your sexual orientation, what questions

Your Position
are you asking yourself? If you are not questioning your own, is anyone
1. How did you come to realize your sexual orientation? you know questioning his or hers?
2. What has culture taught you about different sexual orientations? 2. What has culture taught you about different sexual orientations?
3. Have you ever experienced or witnessed homophobia? • What is your position about sexual orientation and how is it similar to or
4. What is your view about sexual orientation as a human right? different from that of your culture?
• How do you reconcile any messages you may have been taught about
someone being gay when you were younger with your current position?
• Have you ever wondered if one of your friends is gay or lesbian? How did
you respond?
Self, Society, and Culture: Self-Awareness • What is your position about sexual orientation being learned or changed?
and Sexual Orientation 3. Have you ever experienced or witnessed homophobia?
“A boy reports that he was sitting in the family room with his parents watching the origi- • Has anyone ever said you were gay or a fag or queer?
nal Star Trek television series. The boy is ten years old and he has not yet come into the
sexual orientation • What was it like for you to be at school with your sexuality?
obvious signs of puberty. He reports an absence of attractions of any kind by around age
The structure of a person’s
five, and even by age eight he remembers that he had not experienced overt awareness of 4. Do you have a view about sexual orientation as a human right?
sexual or romantic
attractions or both to
sexual attraction. Suddenly “Captain Kirk” peels off his shirt and the 10-year-old boy is • Should people have the dignity and right to express their sexuality even
people of the same or titillated. This is his first experience of same-gender attraction and he intuitively knows when it goes against the sexual norm of their culture? Why or why not?
other sex, or toward both he should not be feeling this according to the norms of his parents and society” (Herdt &
sexes. Boxer 1993; McClintock & Herdt, 1996). By age 18, he came out as gay.
“I’ve kind of been surprised at how intense [my attraction to women] is. I mean,
when it’s happening. Whoa, . . . I don’t know . . . I’ll sit down and talk with my friends,
heterosexual/straight
d b lik ‘I d ’ d d i’ b bi l i l b Id ’ h

Thinking Critically About Society

and Sexuality
What scientists know about human sexuality stems from research in a variety of disciplines, from
biology and psychology to anthropology and sociology. By merging the findings of research in
multiple fields, sexuality specialists have created a rich picture of sexuality and its place in culture
and society. Thinking critically about research teaches us about the past, informs our understand-
ing of the present, and better prepares us to
apply this knowledge to develop our own
sexual well-being. Human Sexuality not only
highlights research throughout the main RESEARCH and Sexual Well-Being
Untitled-3 356 24/10/12 4:34 PM

text, but also emphasizes research in three The Use of Interventions in “Peak Hours” • During peak hours, women were 86% more likely
key features. It is mind-boggling to think that health care profes-
to be given Pitocin, a hormone that induces
stronger contractions to speed the process of
sionals may make decisions not necessarily in the dilation and effacement.
best interests of their patients, but rather in the
best interests of their own schedule. A study docu- • During peak hours, women were 10% more likely

Untitled-3 322 Research and Sexual Well-Being mented this trend among approximately 37,000
24/10/12 4:33 PM
live births in Philadelphia (Webb & Culhane, 2002).
to be given an episiotomy.

While this study definitely points to some interest-

The researchers were interested to see if there ing trends regarding peak hours, interventions, and
Applying research to contemporary life were differences in the rates of interventions
used by practitioners during peak hours, roughly
childbirth, it is not without methodological weak-
nesses. For example, this study could not account for all
and well-being is the focus of this feature. defined as typical business hours, versus non-
peak hours, defined as the hours between 2 a.m.
of the factors that influenced the use of interventions.
Specifically, researchers did not examine the impact
and 8 a.m. The births they examined were from that the use of epidurals had on further interventions.
In Chapter 8 (Reproduction), for example, women who were classified as low-risk and had Epidurals are known to prolong labor and require other
entered labor without medical intervention. The interventions to speed labor up to a healthier rate. So
“Research and Sexual Well-Being: The Use research concluded that women who gave birth
during peak hours experienced higher rates of
a woman’s choice to use an epidural to reduce pain
might lead to the necessity for further interventions,
of Interventions in ‘Peak Hours’” explains how interventions compared to women who gave birth
in non-peak hours, suggesting that during the day,
rather than a physician using an intervention just to
speed up the birthing process.
physicians are balancing hospital duties with office
medical professionals might use more inter- visits and have less time to wait for birth to naturally
Despite its potential methodological weaknesses,
this research does show that more decisions to use
progress. Doctors may also be more willing to allow medical interventions were made during peak hours
ventions while delivering a newborn during birth to progress naturally at night when there is less
strain on the physician’s schedule. Specifically, the find-
than during non-peak hours. These decisions may not
have been made in the best interests of the laboring
peak hours than during non-peak hours. ings showed these results during peak hours versus
non-peak hours:
woman or her unborn child. As you become more lit-
erate about sexuality, you can further understand how
• Women who gave birth in peak hours were 45% things may affect your life and well-being From this

her32169_fm_i-xxviii.indd xxii 23/11/12 10:19 AM

 Confirming pages

Preface xxiii

Controversies in Sexuality
Most fields of study include controversy, and
nd sexual- Revised

CONTR
pa ges
ity is far from an exception. Controversies help to
O VERSIE
motivate research. They also illustrate the dynamic S in Sex
exuality
nature of the field. The Controversies in Sexuality Can Sam
Adjust e-Sex Couple
ed Chil
dren? s Raise Well-
uality
feature presents both sides of the debate on a con- Some
people
political
and so
cial com
is equa
l to
to raise
can lear
n to be mentato ents (van or better than
tentious topic and poses thought-provokingg ques- cey & Bi
in Calif
children
ca
blarz, 20 n make them
01). For
gay and
so allow
gay (Irvi
rs belie
ing gay
ve that
parents
2012).
In gene
Gelderen
, Bos, G
matched
ar trell,
heterose
Herman xual par-
ne, 2002 ns, & Pe
orni exampl Adolesce ral, the Amer
Sexual
tions for student reflection. In Chapter 10 (Sexual marriage a were to vo
young
, a televi
children
sion co
te abou
mmerci
e, in 20
08 w
t legaliz hen voters
ing sam
; Sta-
children
nt Psyc
who ha
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ACAP, 20
ademy
of Child
rrin,

al strong e-sex ve LGBT 11) has and

Orientation), for example, the Controversies ies in marriage
ports th
was mad
e notio
would
e legal.
“learn” ly
to be ga hinted that
y if sam
• Ar e not m
heterose
ore likel
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y to be
pa rents: found th
at
or learne n that se No empirical e-sex
• Are
xual pa
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gay than
children
evid
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Sexuality feature explores the issues surrounding teach ot
d
research in this way (Cia
ers have
found th
xual attra
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& Cahill,
n be ta
ug • Do no
not mor
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sexually
with

he at 2010). In ht t show
differenc abused
sexual m rs to be gay is this belief that of them
parenting by same-sex couples. One m
inorities
(H er
a form
ek, 2004 of pr ejudice
people
fact,
ca n • Do no
selves as
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male or
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female
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small di 21 stud s (gende nces in their m entity).
parentin fferenc ies of LG In simpl r role be ale and
g, es BTQ pa havior). female
positive but these diffe between straig rents any mor e terms, peop
Healthy Sexuality occupa
in
For exam nature, not ne
ple, da
tions m
ughters
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gative (S
appear
tacey &
Bibl
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to be ge gay
nerally
Given al
what co
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l of this
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ey learn do not learn to
to be
research straight.
be LGBT
Q,
to thei ore tradi of lesbian coup arz, 2001). lo ng-term
ntrovers
y remains , you might as
r hetero tionally les as ef ? Th k yourself
pi
Knowledge is a powerful tool for attaining ng The rese
behavior
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sexual
also foun
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tacey &
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re to
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healthy sexuality. By putting research into to be less
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was, ho traditio ple, tend es. tive in believe increase ch

practice, we can enhance our own sexual al children
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heterose r study in Th
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• The
each

uples an etherlands lo meta-st

being of others. For example, knowing how w childre
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who w
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are som
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to perform a breast or testicular self-exam, observ
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compare produce mor
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Chapter 4 (Sexual Anatomy and Physiol- biologic
in cert
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le sb
al mothe ian mothers
rs diffe
r from
ar ing. Th
who w
er
e resear
re n-
ch-
• The Du
the LGBT
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be a myt
that the
h.
terosexu
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children families are as ch
happy as ildren of
ogy) and how to protect your privacy and experie
as a co
nced m
-parent
charac te
ore satis
faction
ris tics: Th
xual fa
e mot
th ers
hers
Perrin, 20
(van Ge
12).
lderen,
Bos, Ga the stra
rtrell, He ight
and in with • Even rmanns
child re their partner
your personal information on the Internet expresse
power
d more
assertio
parental aring; th
concer ey also
occupa
househ
if the gi
tions
rls do ha
when th
ve more
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group n over n and olds, so ey grow up tio na l

in Chapter 3 (Sexuality, Media, and the terns an
from bi
of rese
d foun
archers
d
the ch
confirm
ild. An
ed thes her
ot
less
No:
w ha t? That co fro m th
uld be a e lesbian
positive
rth by le that 17-year- e pat- thing.
Internet) enable students to take care as their sb
peers, an ian mothers
d the m
olds ra
are as ha
ised
• The
gender
meta-an
alysis
others’ ppy , such as did find small
of themselves so they can have positive quality
of life lesb ian bein
could af
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bo ys ra
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hat less
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rs who
are
when th masculine, an
sexual experiences. ey are ad
ults.
d that

352

Thinking Critically Aboutt Sexuality

and Culture
her3216
9_ch10
_321-35
6.indd
352

Culture is intricately woven through our everyday life and sexuality. Together with biology
and the influences of family, peers, and society, culture shapes our thinking and behavior in all 24/10/12
4:38 PM

domains of life, including gender identity and intimate sexual behavior. An important part of
sexual literacy is understanding how these influences intersect and the dynamic role culture plays
in sexual expression, both in the United States and in other cultures. We highlight culture in a
number of ways in Human Sexuality, most notably in our distinctive introductory chapters.

Contexts of Sexuality: Culture, History, Species

You are like all others
and Religion of your species.

Chapter 2 introduces students to the sexual triangle, in

which culture intersects with other elements to shape our
identity. In this chapter, we explain the concept of sexual
culture as a means of regulating sexual practices, along
Sexuality
with religion. We invite students to think critically about
how their own cultural background and religious beliefs
have influenced their sexuality and, more broadly, how the
Culture/Religion Individuality
perspectives of different cultures and religious traditions You share similar You are like
things with some others. no others.
may vary from their own.

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 Confirming pages

xxiv Preface

Sexuality, Media, and the Internet

Chapter 3 explores changes in the way sexuality has been expressed over time in media
and pop culture, starting with ancient cave art and concluding with the formation of
global online communities advancing sexual rights for all individuals. It also shows
how media not only reflect culture but also influence it. For example, in 1953, the
first issue of Playboy magazine stirred controversy with its nude centerfold feature, but
it paved the way for greater openness about sex in U.S. society.

History of Sexuality in Media

1895 1956
Oscar Wilde is Elvis appears
tried in London on TV, but is
for sodomy, and censored from
newspapers 1953 the waist down
1932
carry the story Alfred Kinsey 1995
Bessie Smith 1948
worldwide publishes Online adult
is sex symbol Alfred Kinsey Sexuality in sexual
of soul publishes the Human entertainment
Sexuality Female, causing
35,000 BCE in the Human begins
a firestorm
Cave paintings 1940 Male, the first of media
and Venus statues Pinup girls large survey 2004
reaction
depict first popular study of sexual 1962 Facebook
prehistoric images during behavior in the SIECUS founded launched
of human sexuality World War II United States

35,000 BCE 100 CE 1800 1899 1920 1940 1950 1960 1970 1990 2000 2005
5

1938 1942 1950−1970 1973 1991 2004

Sinatra is Planned TV sitcoms American Transgender Online dating
sex symbol for Parenthood are censored Psychiatric online sites begin
teenage girls founded for sexual and Association movement
intimate scenes declassifies begins
2006
homosexuality
1953 Twitter
as a disease
Hugh Hefner launched
79 CE publishes first 1998
Roman graffiti issue of Playboy Clinton
1895−1915
1895 1915 impeachment
Gibson Girls scandal tests
used in new norms of
advertising sexuality in the
feminine United States
beauty

Cross-Cultural Coverage
Comparisons and contrasts between the United States and other Western and non-
Western countries are integrated throughout the main narrative of Human Sexuality and in
the features. For example, in Chapter 9 (Gender and Identity: Process, Roles, and Cultures),
the Research and Well-Being feature describes studies of so-called third sex individuals in
the Dominican Republic and among the Sambia people of Papua New Guinea whose
biological gender is unclear. In Chapter 8 (Conception, Pregnancy, and Childbirth),
a Healthy Sexuality feature looks at variations in low birth weight across countries.
Teaching and learning are dynamic processes, filled with engaging opportuni-
ties to explore differences and similarities among individuals and groups. Human
Sexuality establishes a foundation for understanding, evaluating, and acting within the
Untitled-7 68 ever-changing world of sexuality Untitled-7 69 24/10/12 6:40 PM 24/10/12 6:40 PM

in the 21st century. We invite you

HEALTHY Sexuality to introduce your students to the
Variations in Low Birth Weight Across Countries many facets of sexuality and sexual
Not all babies are born within the same average
birth weights, creating an interesting differencewell-being, using the full array of
and nutritional status of the mother, and other fac-
tors such as the amount of weight the mother gains
across countries. In some cultures, babies are during pregnancy (Curtis & Schuler, 2008). In the
born with lower average birth weights com-
pared to the U.S. average, but they are in the
materials this program offers.
United States, different maternal health factors cor-
relate with low birth weights, such as chronic health
normal range for their own country. Nutri- problems, substance abuse, and placental problems.
tional status and heritable factors are pos- Low income and lack of education are associated
sible reasons for this. In fact, scientists with an increased risk for low birth weight, although
believe the birth weight of a new- researchers do not yet fully understand the reasons
born largely depends on the health for this connection.

her32169_fm_i-xxviii.indd xxiv 23/11/12 10:19 AM

 Confirming pages

Preface xxv

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Human Sexuality is supported by an integrated program of support materials for instructors and
students. In addition to materials described elsewhere in the preface, the instructor’s resources
described below can be found on the text’s Online Learning Center at www.mhhe.com/herdths1e.
Contact your local McGraw-Hill sales representative for log-in information for the password-
protected instructor’s side of the Online Learning Center.
Instructor’s Manual—The instructor’s manual includes teaching outlines, suggested lecture top-
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Test Bank—Organized by chapter, the test questions are designed to test factual, conceptual, and
practice-based understanding. The test bank files can be downloaded and edited in Word format
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PowerPoint Presentations—These slides cover the key points of each chapter and include charts
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tool and include examples and activities from an expert instructor. The slides can be used as is or
modified to meet your needs.

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 Confirming pages

Acknowledgments
Professional Acknowledgments
More than 100 Human Sexuality instructors have guided the development of this pro-
gram. We are grateful to all who gave us feedback on the manuscript while it was in devel-
opment. In particular, we want to acknowledge the hugely beneficial contributions of the
instructors who provided detailed comments and edits that helped us shape the final draft.

CONTRIBUTING REVIEWERS
Lori Hokerson,
American River College
Lindsy Jorgensen,
University of Utah, Salt Lake City
Elisa Setmire,
Moorpark College

MANUSCRIPT REVIEWERS
Paul Abramson, UCLA Ann Crawford, Lynn University
Gene Ano, Mt. San Antonio College Nancy Daley, University of Texas, Austin
Cynthia Arem, Pima Community College Jana Daniel, South Plains College
Amir Assadi-Rad, San Joaquin Delta College Lindsey Doe, University of Montana
Spike Babaian, Mercy College Dale Doty, Monroe Community College
Tracy C. Babcock, Montana State University Kathy Erickson, Pima Community College, East
Michael Bailey, Northwestern University Campus
Shannon Bertha, Middlesex County College Carole Espinosa, El Paso Community College
Adrian Blow, Michigan State University Samuel Fernandez-Carriba, Georgia State
University
Saundra Y. Boyd, Houston Community College,
Southeast Paul Finnicum, Arkansas State University
Tori Bovard, American River College Edward R. Fliss, St. Louis Community College,
Florissant Valley
Kenneth Brownson, American Public University
System Tony Fowler, Florence-Darlington Technical
College
Elizabeth Calamidas, Richard Stockton University
of New Jersey Glen E. Fox, Jr., Tidewater Community College
Janell Campbell, California State University, Chris Furlow, Santa Fe College
Chico George Gaither, Ball State University
Cathy Carey, Salt Lake Community College Lois Goldblatt, Arizona State University, Tempe
Chwee Lye Chng, University of North Texas Debra L. Golden, Grossmont College
Jane Cirillo, Houston Community College Kathy Greaves, Oregon State University
Stephanie Coday, Sierra College Melissa Grim, Radford University
Katrina Cooper, Bethany College, W. Virginia Francoise Grossmann, Tulane University

xxvi

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Acknowledgments xxvii

Sarah Gulick, Erie Community College, City Richard E. Miller, George Mason University
Campus Janet Minehan, Santa Barbara City College
Gary Gute, University of Northern Iowa Tami Moore, University of Nebraska
David Hall, University of the Pacific Jennifer Musick, Long Beach City College
Diane Hamilton-Hancock, Western Illinois Diane Pisacreta, St. Louis Community College
University
Marilyn Pugh, Texas Wesleyan University
Michelle Haney, Berry College
Anila Putcha-Bhagavatula, California State
Pearl A. Hawe, New Mexico State University University, Long Beach
Patrice Heller, Temple University Brad Redburn, Johnson County Community
Sheri Hixon, Truckee Meadows Community College
College Kathryn Redd, New Mexico State University
Danelle Hodge, California State University, Daniel Rubin, Valencia Community College
San Bernardino
Sonia Ruiz, Palomar Community College
Suzanne Hopf, University of Louisville
Raymond Sacchi, Washington State University,
Simone Hopkins, Ivy Tech Community College Pullman
Suzy Horton, Mesa Community College Jennifer Siciliani, University of Missouri,
Shawn Hrncir, University of New Mexico St. Louis
Robert Hunter, Monroe Community College T.C. Sim, Sam Houston State University
Frances Jackler, De Anza College Peggy Skinner, South Plains College
Susan Johnson, Cypress College Brittany C. Slatton, Texas Southern University
Jennifer Jones, Arapahoe Community College Laurie Smith, Washington State University
Regina Kakhnovets, Auburn University Noelle Sullivan, University of Florida
Callista Lee, Fullerton College Jana Tiefenworth, Stephen F. Austin State
Jennifer Lehmbeck, Central Washington University
University Tina Timm, Michigan State University
James Leone, Bridgewater State University Terry Trepper, Purdue University, Calumet
Linette Liebling, Wheaton College Soni Verna, Sierra College
Martin Lobdell, Tacoma Community College Nancy Voorhees, Ivy Tech Community College
Don Lucas, Northwest Vista College Glenda Walden, University of Colorado, Boulder
Stacy Meier, University of Houston Marie Wallace, Pima Community College
Richard Miller, George Mason University Martin Weinberg, Indiana University
James McGowan, Mercy College Glen Ellis Weisfeld, Wayne State University
Davis Mannino, Santa Rosa Community Alyson Young, University of Florida
College Judy Zimmerman, Portland Community College,
Amy Marin, Phoenix College Rock Creek

Personal Acknowledgments
Gil would like to thank the following colleagues and students and friends for their sup-
port and assistance in completing Human Sexuality: Mona Sagapouletele, my longtime
secretary and all-around miracle woman; Sarah Miller, Ph.D. candidate at the University
of Massachusetts; Marik Xavier-Brier, Ph.D. candidate at the University of Georgia; Peter
Vielehr, Ph.D. candidate at Vanderbilt University; Christine Buchheit, M.A.; Jennifer
Brooke Clark, M.A.; Christopher Moffett, professor of biology at SFSU; and Ivy Chen,
M.P.H., instructor in sexuality studies, SFSU. I am grateful to Deborah Tolman, professor
of social work at Hunter College, for her intellectual support and the many conversations
that invigorated this project.

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xxviii Acknowledgments

Finally, to Niels Teunis, my long-time partner, I would like to express not only my
great love but also enduring thanks for his enthusiastic support for this project, his intel-
lectual infusion into its substance, and his patience during its creation.

Nicole would like to express gratitude to some individuals without whom work on this
project would not have been possible. To Gil, thank you for the opportunity to work
with you. You could have chosen to work with anyone and I am humbled you allowed
me to do this work with you. It has been a genuine honor to collaborate with you on this
beloved project.
To my parents, a simple “thank you” is not enough for the lifetime of love and sup-
port you have given me. The conversations about sex at the breakfast table when I was an
adolescent may have made me squirm and giggle, but they also made me who I am today
and instilled in me a deep desire to communicate with others with the comfort, passion,
and skill you have always possessed.
Elizabeth, I don’t think you recognize or understand fully how much you mean to me
and how much I am inspired in my life and in my work by you. My lectures would not
be half as entertaining or interesting without your life experience to illustrate important
concepts. I truly love you and I cherish every way in which you contribute to my life as
they are too numerous to count.
I also need to thank my husband, Damon, whom God brought into my life during
the writing of this book and who has shown me more love than I could ever have imag-
ined. I appreciate your support more than you know and I thank you for allowing me to
take the time to pursue this dream. You and our girls are my world and I adore you.
To the rest of my friends and family, thank you for the incredible support and
encouragement you have offered through the process of writing this book. You each bring
incredible blessing to my life.

We both feel incredibly fortunate to have worked on this project with a stellar group of
individuals from McGraw-Hill. Every large project starts with a vision, and this one was
supported and indeed inspired by early conversations with Mike Sugarman, Director,
Dawn Groundwater, our passionate Senior Director of Development, and Mark Georgiev.
Additionally, our team included wonderful editorial staff, and we are especially indebted
to Senior Developmental Editor Judith Kromm, whose keen eye and organizational tal-
ents have kept us moving along, and to Sue Ewing, Developmental Editor par excel-
lence for her steadfast support and editing superpowers! We would also like to say thank
you to our production team for their work and creativity, including Content Project
Manager Jennifer Gehl, Designer Margarite Reynolds, Copyeditor Carey Lange, and
Photo Researcher Emily Tietz. Finally, we would like to mention the important support
we have received from Marketing Manager A.J. Laferrera, Editorial Coordinator Kevin
Fitzpatrick, and Jason Kopeck.

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The Study of
Human Sexuality
1

Sexual Literacy
• Explain what sexual literacy means and how it relates to sexual well-being and emotional literacy.
Sexual Science—A Historical Perspective
• Describe the early clinical history of sexual science.
• Identify the positive contributions of Freud, Kinsey, Masters and Johnson, and others to sex research.
• Explain how sex research can improve the sexual well-being of individuals.
• Understand why sexual research has been disconnected from U.S. policy.
Learning
Methodology in the Study of Sexuality
• Explain the value of the interdisciplinary perspective in the study of sexuality. Objectives
• Distinguish between qualitative and quantitative methods in sexual research.
• Compare and contrast the key approaches to studying sexuality.
• Evaluate what it means to be a critical consumer of sex research.
Human Sexual Rights
• Explain what makes sexuality a human right, not a privilege.

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 Rev.Confirming pages

Developing
Your Position 1. What do the terms sexual literacy and sexual well-being mean to you?
2. How has sexuality changed from a negative to a more positive science?
3. What does sexuality as a human right mean to you?

Self, Society, and Culture: Knowledge

Is Empowering
At age 15, Shelby Knox of Lubbock, Texas, became alarmed at the high rate of sexually
transmitted infections among young girls in her community. Though she was a believer in
the Southern Baptist faith, she had to confront her faith and family in understanding why
her community was silent and not doing enough to educate young people about sexual-
ity. Her story is the subject of an award-winning documentary, “The Education of Shelby
Knox,” chronicling her teenage activism for comprehensive sex education and gay rights.
As a student council member, Shelby helped mobilize high school youth counselors to
increase local church support for comprehensive sexuality education, and by her efforts
captured the attention of her peers and adults in the community. She enlisted the support
of her family, friends, and others in the community to increase sex ed in the schools, even
when they did not agree with her completely, because they realized that young people
needed and deserved more accurate education than they were receiving. Shelby’s work was
successful because she helped to change some people’s minds and to save lives and she is
celebrated as a champion of sexual literacy. Looking back, we see that Shelby was ahead
of her time in helping to support the knowledge and skill-sets young people need to fully
achieve well-being.
Sexuality impacts all aspects of our lives—the mind, body, heart, and spirit. It can
have holistic, healthy effects on both a physical and an emotional level. It also provides a
context to develop and understand more about our personal identities and sexual selves.
In fact, understanding more about ourselves through sexuality may change us and, in
turn, change society.
In this chapter we begin our journey to sexual literacy. Here we will explore the
meaning of sexual well-being and begin acquiring the knowledge and tools needed to
develop healthy sexuality. We will examine the history of sexual science, and learn how
sex research has improved people’s lives and society. Then we will discuss the interdis-
ciplinary nature of sex research and research methodology, to become better consum-
ers of sex research and media depictions of sex acts. Finally, we will explore the wide
diversity of human sexuality, and see why the concept of sexuality as a human right is
sexuality literacy changing society.
The knowledge and skills
needed to promote and
protect sexual well-being.

SEXUAL LITERACY
sexual well-being
The condition of
Sexuality literacy is defined as the knowledge and skills needed to promote and protect
experiencing good health, sexual well-being. Sexual well-being is both a physical state, defined by positive health in
pleasure, and satisfaction your body, and a subjective or mental state, recognized by feeling positive or joyful about
in intimate relationships. your sexual life (Laumann et al., 2006). As you develop sexual literacy, you enhance your

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The Study of Human Sexuality 3

own holistic sexuality, which means the integration of body, mind, feel-
ings, and social life through sexuality. Having healthy relationships, being
able to express pleasure and love in those relationships, being able to pre-
vent disease, and understanding how sexual diversity can enrich society all DID YOU KNOW
contribute to holistic sexuality (Herdt & Howe, 2007). People in the United States have changing
views about what they consider to be “sex”

Becoming Sexually Literate acts. In the late 1990s, for instance, only
about 40% said that oral–genital sex was
Can you become sexually literate without having sex? Absolutely. In “real sex.” Ten years later, the number had
becoming sexually literate, you can develop healthy and positive attitudes increased to 70% (Saunders et al., 2010;
in your thinking, communication, and lifestyle that will result in satisfying Saunders & Reinisch, 1999). Today, 80% of
people also say that anal sex is “real sex”
sexual relationships when you decide you’re ready for sexual intimacy.
(Saunders et al., 2010).
Learning to integrate sexuality into everyday life may help break down
stereotypes about sexuality, such as the notion that not talking about sex to
young people is better for them (Kirby, 2008). Research shows the opposite: when people holistic sexuality
are comfortable talking about sex and actual sexual relations, they express their own desires The integration of body,
better, they use less risky behavior when having sex (by using condoms, for instance), they mind, feelings, and social
know how to deal with sexual aggression better, and they form better relationships (APA, life through your sexuality.
2010; Guzman et al., 2003; Irvine, 2002; Klein, 2006; Schalet, 2000; Tolman, 2006).
Moreover, the more knowledge and skills you have to understand your own experience,
the more likely you are to become tolerant and respectful of sexual diversity (Pascoe, 2007).

Understanding sexuality
is a lifelong process.

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4 HUMAN SEXUALITY

The most important sexual literacy goals for this course are:
• Knowing yourself as a whole person better, to enhance your own sexual well-being
• Being able to emotionally communicate about intimate sexual needs with partners
• Helping people understand each other better by first learning about your own body,
desires, and behaviors, and how you might express them
• Knowing what science and research tell us about sexuality and being able to separate
facts from myths about sex
• Helping to improve society by supporting diversity and dignity in the right of other
people to have a full and satisfying sexual life
• Understanding how context, in terms of both nature and culture, contribute to
sexuality
• Being able to talk about your own culture’s sexual attitudes and how they contribute
to your own holistic well-being
• Having the knowledge and skills to protect your sexual health throughout life
Before reading further, complete the short questionnaire about human sexuality titled
“Know Yourself: Are You Sexually Literate?”

Sexual Well-Being
Sexual well-being refers to positive physical, mental, and social
correlates of sexuality in your life, such as experiencing good
health and pleasure, and satisfaction in intimate relationships.
If sexual literacy is the journey, then sexual well-being may
become the destination. We hope that as you progress through
this course, holistic sexuality becomes more and more of a reality
for you.
Four elements are fundamental to achieving sexual well-being:
pleasure, protection, focus, and purpose in life. Let’s consider each
one briefly, knowing that we will refine our understanding as we
progress through the course. Figure 1.1 shows schematically how
the four elements intersect to bring about sexual well-being.
Pleasure is associated with joy and fun. As such, you may
find pleasure when you are satisfied in your sexual life or
your love life. Pleasure involves a basic acceptance of yourself,
As Harry Potter grew up, a new generation discovered love
and sex. (From Harry Potter and the Deathly Hallows.)
your body, and the role of pleasure in your own development.
Research shows that people who know their bodies and accept
their feelings, including pleasure, generally protect themselves better (Guzman et al.,
2003; Tolman, 2005).
Protection is keeping your body free of sexually transmitted infections, as well as
knowing how to check your body for other medical conditions, such as skin, genital,
and anal cancers. Protecting yourself also means knowing how to deal with bullying, date
rape, sexual coercion, and sexual harassment. To ensure that sexual functioning and health
can continue throughout life, protection also means understanding sexual difficulties that
people may experience along the way.
Focus is about total concentration on an activity, such as running, doing yoga, or
playing a musical instrument. Focus increases your sense of being alive, of feeling con-
nected to yourself, and integrating a sense of total contentment (Csikszentmihalyi, 1998;
Seligman, 2002). In holistic sexuality, focus means being present and fully alert to what

her32169_ch01_001-028.indd 4 02/11/12 2:27 PM

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